Experienced Teachers' Beliefs and Practices toward Communicative Approaches in Teaching English as a Foreign Language in Rural Ukraine

Autor/inn/en	Mason, Andrea; Payant, Caroline
Titel	Experienced Teachers' Beliefs and Practices toward Communicative Approaches in Teaching English as a Foreign Language in Rural Ukraine
Quelle	In: TESOL Journal, 10 (2019) 1, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-3533
DOI	10.1002/tesj.377
Schlagwörter	Experienced Teachers; Communicative Competence (Languages); Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Case Studies; Foreign Countries; Correlation; Teacher Attitudes; Rural Areas; Self Evaluation (Individuals); Reflection; Teaching Methods; Faculty Development; Ukraine + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Ausland; Korrelation; Lehrerverhalten; Rural area; Ländlicher Raum; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Communicative language teaching (CLT) in an English as a foreign language (EFL) context is a dynamic process involving teachers' perspectives and practices. Although CLT is a widely accepted approach to second language instruction, scholars in the field continue to have a narrow understanding of how teachers conceptualize and implement this approach in various international contexts. The present multiple case study focuses on the interrelationships between in-service teachers' beliefs and practices with CLT in an EFL context: rural Ukraine. Ukraine only recently adopted a national CLT curriculum, and how experienced teachers integrate this approach into their current teaching has not been closely examined. To uncover mediating factors that influence their practices, the researchers drew on the approach of language ecology to analyze three experienced teachers' beliefs and practices. Drawing on multiple data sources (surveys, interviews, and classroom observations), they identified two primary mitigating factors: access and privilege. The study's overall rich description in an asset for the EFL or English as a second language (ESL) professional, but the authors also integrated the findings into two reflective tools to guide teachers in self-evaluation of their own communicative-based teaching, their teaching situation, and supplementary training opportunities to enhance their teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01